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童年时代是问号。溜溜的小眼睛看出去,满世界都是新鲜,圆圆的小脑瓜里塞满了问号。问天问地问人,一个问号就是一条求知的入径。 相似文献
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一个亲戚去世了,我们送她到殡仪馆火化。我对火化的环节深感神秘和好奇。通过一个朋友的疏通,我被允许参观了遗体火化的全部流程。 相似文献
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大海上有一个小岛。
小岛离大陆很远,离大岛也不近。
当年这里住着许多渔民,岛的周围簇拥着渔船,也曾繁荣兴旺。渐渐地,渔业凋敝,渔民的子孙另谋生路,纷纷迁离。 相似文献
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特瑞是个皮货商,人过中年,事业上却不尽如人意,屡屡受挫。他的情绪十分低落,常常无端地发脾气,抱怨别人欺骗了他。终于有一天,他对妻子说:“这个城市令我失望,我想离开这里,换个地方。” 相似文献
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夏宏伟 《湖北成人教育学院学报》2009,15(5):82-84
国内部分城市出台了中餐菜谱的英文翻译标准,给翻译爱好者提供了有益的借鉴。在实际运用当中,译者应从中归纳借鉴,灵活发挥,抓住根本,务求简洁,为我所用。不仅能提高自身翻译能力,也达到了翻译的目的。 相似文献
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从中英思维模式和句法结构初探中译英 总被引:3,自引:0,他引:3
张治国 《通化师范学院学报》2004,(3):31-34
语言和思维关系密切。语言中语法是最稳定的部分,也最能反映一国的思维模式。因此,本拟从思维模式的角度对比分析一些中英句法结构上的差异,从而探求英译这些汉语结构的策略,这对基础英语语法和汉译英的教学和掌握都有所帮助。 相似文献
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毋效智 《伊犁师范学院学报》2001,(2):25-29
A.地球围绕太阳转,这是小学生都知道的常识。B.他的两个妹妹一个是教师,一个是医生。C.在一百几十万年之间,人类在这上面追逐着野兽,放牧着牛羊,捡拾着野果,播种着五谷。上面三类句子,有人认为是单句,有人认为是复句。本认为A类句子因其具体的语言环境和说话人的意图不同可分为两种情况,分别属于单句和复句。B类句子和C类句子均属复句。 相似文献
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不相连的称代复指与单句、复句的划分 总被引:1,自引:0,他引:1
邓英树 《四川师范大学学报(社会科学版)》2002,29(3):84-88
现代汉语中不相连的称代复指属于单句还是复句 ,是一个至今未解决的问题。当代语法学界有代表性的几种区分标准在理论和实践方面均存在不足 ,应以变换的方式来验证并区分这类句式 相似文献
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马克思创立劳动价值论一百多年以来 ,社会经济发生了很大的变化 ,我们应当在坚持马克思主义劳动价值论的基础上 ,深化对简单劳动和复杂劳动、特别是创新劳动的认识 ,从而为我国社会主义现代化建设提供理论和现实的指导 相似文献
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赵云涛 《阿坝师范高等专科学校学报》2009,26(2)
语法教学和研究中,单句与复句的划界是一个非常棘手的问题。从定义入手进行分析,进一步对分句及分句数目的确认是辨认与分析复句教学的关键,掌握句子成分划分法进行教学是重要的可行的方法。 相似文献
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Working with digital video technologies, particularly advanced video tools with editing capabilities, offers new prospects for meaningful learning through design. However, it is also possible that the additional complexity of such tools does not advance learning. We compared in an experiment the design processes and learning outcomes of 24 collaborating participant pairs (dyads) using 2 contrasting types of video tools for history learning. The advanced video tool WebDIVER supported segmenting, editing, and annotating capabilities. In the contrasting condition, students used a simple video playback tool with a word processor to perform the same design task. Results indicated that the advanced video editing tool was more effective in relation to (a) fostering student understanding of the topic and acquisition of cognitive skills, (b) the quality of student design products, and (c) the efficiency of dyad interactions. The implication of our experimental findings for constructivist design-based learning is that mediating functions of video tools may be used as cognitive and social supports, for example when students learn by solving design tasks in school. 相似文献
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Joseph Klein 《Education and Information Technologies》2004,9(4):321-331
This paper presents a comparison of the effectiveness of educational decisions taken by means of a holistic-intuitive procedure and a computerized decision support system (DSS). Four groups of teachers were asked to resolve an educational dilemma, first using the holistic procedure and a second time using the DSS program. Each group was given an identical dilemma but at different levels of complexity. Data processing controlled for the participants' educational background and seniority in education. At the lowest level of complexity, the two procedures were similarly effective. The efficiency of holistic decision making declined significantly at higher levels of complexity. Specific factors were identified that contributed to the differences in effectiveness. The findings lead to a deeper understanding of the advantages and limitations of the use of DSS in education. 相似文献
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